An investigation of the reading comprehension of narrative essays among the fifth graders in elementary schools.

• Main Authors: YU,TAN-CHUAN, 尤丹絹
• Other Authors: YANG, YU-MAO
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/mg5zkp

碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 106 === The current study aimed to examine how instruction of reading comprehension strategies of narrative essays affected the reading comprehension of narrative essays among the fifth graders in elementary schools. A quasi-experimental design was adopted in this study. The participants were two classes of fifth graders in Hsing-Fu Elementary School in Taichung City. Two different instructions over eight weeks were assigned to the participants, and “Reading comprehension of narrative essays for the fifth graders in elementary schools” was used before and after the experiment. ANCOVA was adopted to compare the differences in reading comprehension of narrative essays between the control group and the experimental group. Paired-samples t-Test was further employed to compare the pre-test and post-test in the experimental group. An analysis of “Self-evaluation of the effects of reading comprehension strategies of narrative essays” was also carried out to understand the experimental group’s perceptions about using reading comprehension assessment of narrative essays. The results were as follows: 1.After receiving reading comprehension strategies of narrative essays, the experimental group performed significantly better than the control group in reading comprehension. 2.After receiving the strategy of extracting paragraph information, the experimental group performed significantly better than the control group in reading comprehension of extracting paragraph information. 3.After the instruction of extracting main ideas of paragraphs, significant differences in reading comprehension of extracting main ideas of paragraphs were not found between the experimental group and the control group. 4.After the instruction of extracting the main idea of the article, significant differences in reading comprehension of extracting the main idea of the article were not found between the experimental group and the control group. 5.The students in the experimental group were positive about learning reading comprehension strategies of narrative essays. Based on the results of the study, suggestions for future reading comprehension instructions and research are discussed.